Learning is thought to be:

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The question asks: Learning is thought to be.

First, acknowledge the given information: the provided answer indicates the statement should be interpreted as Relatively permanent.

Without any answer options listed, we cannot evaluate or contrast different possible characterizations (e.g., temporary change, short-term improvement, or reversible change). In general terms, many educational and psychological frameworks describe learning as a relatively permanent change in an organism's potential to behavior as a result of experience or practice. This implies that learning is not merely a temporary performance gain or a fleeting mood shift, but a lasting modification that can be demonstrated through future performance.

If we consider common competing notions, such as learning being merely a temporary improvement in task performance or learning equaling only a change in attitude without behavioral manifestation, those views would be limited or inaccurate when contrasted with the standard definition of learning as a relatively permanent change in behavior, capability, or potential.

Because no alternative options are provided to compare, we cannot dissect how each might be flawed relative to the canonical view. Nevertheless, the statement that learning is a relatively permanent change aligns with widely accepted definitions in psychology and education, which emphasize durability and transfer of knowledge or skills beyond immediate practice conditions.

In summary, given the standard conception of learning, a relatively permanent change captures the enduring nature of acquired knowledge or ability, distinguishing it from transient performance boosts or fluctuations that do not persist over time.

PSYCH 100, Section 002: Intro Psychology (22511--HB---P-PSYCH---100-------002-) Quiz 2

Learning is thought to be:

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